The Study of The Relationships Between Elementary School Teachers’ Self-energy Management in Taichung City and Implementation of Character Education

• Main Authors: Yan-Zhi Lin, 林衍志
• Other Authors: 周素娥
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/d2qw5m

碩士 === 國立臺中科技大學 === 企業管理系事業經營碩士班 === 102 === In recent years, character education has already become one of the major issues in global education. Under the impetus of the various character education policies, schools emphasis attention on cultivating student character. In addition, elementary school teachers continue to integrate the issues of character education in their teaching activities and curricular. By cultivating of character education, people hope to shape students'' to have good characters and values. However, this country has faced "low birth rate" status, parents attach great importance to their children''s education and learning. Facing the parents’ pressure, elementary school teachers should have a good self-energy management ability. This study based on energy management theory, tries to measure elementary teachers’ self-energy management, to understand the different elementary teachers'' self-energy management, and to find out the relationships among teacher’s self-energy management, the policies of pursuing character and the implementation of character education. These sujects of the study were investigated by targeting elementary school teachers as samples. A total of 450 questionnaires were sent out with a 95.3% response rate. 426 valid samples were collected and analyzed. The results of the study are listed as follows: First, teachers with different backgrounds tend to have different attitude toward self-energy management, in terms of their age, educational level and energy and teaching experiences. Second, teachers’ self-energy management is significantly and highly related with the implementation of character education. Especially, teachers’ emotional energy management and spiritual energy management are significant predictors of the implementation of character education. Third, the policies of school pursuing character education just have a slight effect as a mediator in the relationship between teachers’ self-energy management and the implementation of character education.